Teleconference taped from live broadcast from Gallaudet University on Nov. 13, 1996. Panels composed of parents and professionals share strategies on how to increase the literacy skills of deaf and hard of hearing children. Through videotaped demonstrations, viewers will learn how to read aloud to deaf and hard of hearing children using techniques based on current research into how deaf parents read to their children. Accompanying packet of written materials available.
This 90-minute program includes 2 parts. Part 1 shows techniques that Deaf parents use with their deaf infants/young children to help them learn and communicate in ASL. Part 2 shows many fun ways to share ASL and Deaf culture with families, including ASL games and family activities.
The book examines the emotions and struggles parents go through while raising a deaf child, as well as the family development as a whole in order to make sure that the child grows up with a healthy and strong personality.
What you will learn in this Guide:
- How and when to start signing with your baby
- How signing will help your baby communicate
- How signing can help your child get ready to read
- How to use Creative Talk to enrich your child’s understanding of language
- How to use Creative Book Sharing to maximize learning and fun during story time
In this guide, you will learn about how able and ready your child is to learn before age three, and what you can do to be your child’s first – and best – teacher. We’ll introduce you to Whole Body Learning – a creative and playful approach that taps into the power of multi-sensory learning to fuel your child’s growing mind. We’ll teach you how to use the Baby signing Time program to give your child early learning experiences that will not only be fun, but will also help your child communicate and connect with others.
While there are many approaches to enhancing early development, research suggests that the best way to prepare your baby for life and learning is to spend an abundance of quality time with your child – bonding, communicating, reading books, and playfully exploring the world together. This guide will show you how to use your Baby Signing Time materials as a springboard for shared experiences that you, your baby, and your entire family can enjoy together.
The Guide “Using Signing Time with Children Who Have Down Syndrome” provides useful information about how parents and teachers can use Signing Time to support the development of important language and social skills of children with Down syndrome. The full guide includes the following sections:
- About Trisomy 21/Down Syndrome
- How Does Down Syndrome Affect Language Development?
- What is Signing Time?
- How Can Signing Support Language Development?
- Signing at Home: Tips for Parents
- Signing at School: Tips for Educators
- Success Stories
This text is intended for graduate level training programs for professionals who work with children who have hearing loss and their families (teachers, therapists, speech-language pathologists, and audiologists.) In addition, the book will be of great interest to undergraduate speech-language-hearing programs, early childhood education and intervention programs, and parents of children who have hearing loss. Responding to the crucial need for a comprehensive text, this book provides a framework for the skills and knowledge necessary to help parents promote listening and spoken language development.
This second edition covers current and up-to-date information about hearing, listening, auditory technology, auditory development, spoken language development, and intervention for young children with hearing loss whose parents have chosen to have them learn to listen and talk. Additions include updated information about hearing instruments and cochlear implants and about ways that professionals can support parents in promoting their children's language and listening development. Information about preschool program selection and management has been included. The text also features a revised auditory development checklist.
A new appendix provides an important and useful tool for professionals who are interested in AG Bell Academy's Listening and Spoken Language Specialist Certification Program (LSLS) -- LSLS Cert. AVT and LSLS Cert. AVEd. This appendix lists the competencies required for the LSLS, and references each chapter of the book with regard to those requirements.
This book is unique in its scholarly, yet thoroughly readable style. Numerous illustrations, charts, and graphs illuminate key ideas. This second edition should be the foundation of the personal and professional libraries of students, clinicians, and parents who are interested in listening and spoken language outcomes for children with hearing loss.
The Guide “Supporting the Autism Spectrum Using Signing Time” provides useful information about how parents and teachers can use Signing Time to support the development of language skills and social skills of individuals on the autism spectrum. The full guide includes the following sections:
- What is Autism?
- Common Challenges for Individuals with Autism and Their Caregivers
- Sign Language for Effective Communication
- What is Signing Time?
- How Signing Time Can Help?
- How can I Incorporate Signing Time into my Child’s Treatment Program?
- Tips for Teaching and Using Signs in Daily Life
- Success Stories
Use the Autism Guide to increase communication and social skills with children on the Autism Spectrum.
This text is structured to provide the reader with the basics of auditory-verbal practices from a historical perspective, including the knowledge to understand how it evolved to current evidence-based practices. Families who learn that one of its members has a hearing loss will experience varied reactions. To best serve these families, practitioners must provide family assessment, support, and information. The book begins by examining the theoretical and practical bases of family therapy models, and the development of a systemic viewpoint that is crucial to practitioners who must evolve to serve more than just the parent-child dyad. Essential family therapeutic strategies that are needed to effectively work with families are presented, and from an objective perspective, current auditory-verbal practices and various ethical issues are examined. Varied family-based intervention models are discussed, with the family-centered approach considered the ideal to which practitioners aspire. The book explains how the merging of auditory-verbal and systemic family therapy strategies can effectively culminate in the implementation of family-based approaches to intervention. Evidence-based strategies embraced by family therapists and family-centered intervention service providers that can be implemented by auditory-verbal practitioners are shared by a cross-cultural collaboration of contributors to this book. The strategies and discussions contained in this comprehensive resource will be of special interest to speech-language pathologists, educational audiologists, and teachers for children with hearing loss, as well as early intervention service providers and social workers.
The Guide “Enhancing Literacy Instruction Using Signing Time” provides useful information about how teachers and parents can use Signing Time to help children learn to read. The full guide includes the following sections:
- Components of Effective Literacy Instruction
- Addressing Learning Styles
- Enhancing Literacy with Sign Language
- What is Signing Time?
- How Can Signing Time Help?
- Using Signing Time with Different Age Groups
- Tips for Teachers, Parents and Librarians
- Sample Lesson Plan: Zoo Animals
- Success Stories
For audiologists in clinic, for school-based audiologists and speech-language pathologists, and for special educators, the wisdom and many years experience shared here make this book an essential and practical guide to the effective management of hearing loss in children.
Boothroyd and Gatty's new book is based on the assumption that the parents are hearing and that spoken-language competence has been established as a goal. Divided into six parts, the authors first summarize basic information on sound, hearing, hearing loss, language, speech, speech perception, and child development. The authors then move on to deal with sensory aspects of management, including information on hearing aids, cochlear implants, assistive listening devices, room acoustics, and lipreading. The assumption is that a first step in management is to optimize and capitalize on hearing when it is present and provide supplements when it is not. The third part deals with steps that can be taken to enrich the child's learning environment.